title: Skype me! Socially contingent interactions help toddlers learn language.
abstract: Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24-30 months (N = 36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and noncontingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). This study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology.
authors.affiliation: University of Washington.
authors.forename: Sarah
authors.initials: S
authors.lastname: Roseberry
authors.affiliation: Temple University.
authors.forename: Kathy
authors.initials: K
authors.lastname: Hirsh-Pasek
authors.affiliation: University of Delaware.
authors.forename: Roberta M
authors.initials: RM
authors.lastname: Golinkoff
mesh_terms: D002675:Child, Preschool; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007804:Language Development; D007858:Learning / Q000502:physiology*; D008297:Male; D011897:Random Allocation; D014741:Video Recording; D049269:Videoconferencing